Dissertations / Theses on the topic 'Developing emotional intelligence in Vietnam'

Thesis (MComm)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The dire educational situation in South Africa has urged researchers to investigate possible predictors of academic success. There seems to be an increasing emphasis on non–cognitive factors that might play a role in determining the academic performance of students. In this study various unique challenges first-year students face were underlined, followed by possible key psychological resources needed to overcome such challenges. These resources include self-regulatory skills (i.e. self-leadership and emotional regulation), psychological well-being and constructive self-efficacy beliefs that could all ultimately help determine an individual’s academic success. It was hypothesised that Emotional Intelligence (EI) are central to these psychological resources and play a crucial role in the adaption and performance of first-year students in higher educational institutions. In this study an EI development programme was therefore implemented in order to evaluate whether it is possible to provide students with a powerful resource reservoir (i.e. high EI capabilities) in order to empower them to acquire additional personal and psychological resource (i.e. academic self-leadership, academic self-efficacy and well-being) that are needed to attain academic success. The findings of this study revealed that the EI development programme succeeded in elevating students’ EI, which also led to moderate improvements in their psychological well-being (i.e. less perceived stress), as well as the enhancement of their academic self-leadership (ASL) and academic self-efficacy (ASE) skills and abilities. Institutes of higher education should therefore rethink the emphasis they place on cognitive abilities alone and consider the strategy of also providing opportunities to enhance non-cognitive predictors of academic success. For example, by implementing EI development programmes, such as the one tested in this research, students have a greater chance of developing the necessary self-direction and self-regulation skills necessary to reach academic greatness which, most probably, will also facilitate better employability and career success.
AFRIKAANSE OPSOMMING: Die teleurstellende opvoedkundige situasie in Suid-Afrika het navorsers genoodsaak om moontlike voorspellers aangaande akademiese prestasie te ondersoek. Dit blyk dat daar 'n toenemende klem op nie-kognitiewe faktore geplaas word, wat 'n rol mag speel in die bepaling van die akademiese prestasie van studente. In hierdie studie word verskeie unieke uitdagings wat eerstejaarstudente moontlik in die gesig mag staar geïdentifiseer. Daar word dan ook gekyk na moontlike sleutel sielkundige hulpbronne wat kan help om hierdie uitdagings te oorkom. Hierdie hulpbronne sluit selfregulerende vaardighede (bv. self-leierskap en emosionele regulering), sielkundige welstand en konstruktiewe self-doeltreffendheid in, wat almal uiteindelik ʼn bydrae kan lewer tot ʼn individu se akademiese sukses. Dit was veronderstel dat Emosionele Intelligensie (EI) die kern tot hierdie sielkundige hulpbronne is, en dat dit ʼn beslissende rol in die aanpassing en prestasie van eerstejaarstudente in Hoër Onderwys Instellings speel. In hierdie studie is 'n EI-ontwikkelingsprogram geïmplementeer ten einde te evalueer of dit moontlik is om studente te voorsien met ʼn sterk sielkundige hulpbron basis (bv. hoër EI vermoëns) wat hulle behoort te bemagtig om bykomende persoonlike en sielkundige hulpbronne te verkry (bv. beter self-leierskap, self-doeltreffendheid en sielkundige welstand), wat nodig is vir akademiese vooruitgang. Die bevindinge van hierdie studie het getoon dat die EI-ontwikkelingsprogram daarin geslaag het om studente se EI te verhoog, wat tot gematigde verbetering in hul sielkundige welstand (minder waargenome stres) gelei het, sowel as die verbetering van hul akademiese self-leierskap (ASL) en akademiese self-doeltreffendheid (ASE). Instellings van Hoër Onderwys moet dus die klem wat alleenlik op kognitiewe vermoëns geplaas word opnuut deurdink, en strategieë oorweeg om geleenthede te skep wat nie-kognitiewe voorspellers van akademiese sukses sou verhoog. Deur byvoorbeeld die implementering van ʼn EI ontwikkelingsprogram, soos wat getoets word in hierdie navorsing, te implementeer, sou studente 'n beter kans hê om die nodige self-gerigtheid en selfregulerende vaardighede te bekom, wat nodig is vir akademiese sukses en vordering. Hierdie vaardighede sal waarskynlik ook lei tot beter indiensneembaarheid sowel as loopbaansukses.

This doctoral thesis aimed to explore socio-emotional intelligence within the context of Higher Education, in order to inform the creation of a learning development tool. It specifically explored how Early Years students studying a Foundation Degree (Fda) in Early Years, developed their socio-emotional intelligence whilst completing this Higher Education programme. In order to achieve this, fourteen qualitative interviews with ten Early Years students and four Early Years lecturers who were or had been involved with the programme, were undertaken. Findings from these interviews created by carrying out a thematic analysis, suggested that although these students had an understanding of socio-emotional intelligence, there was a need for further development as there were some misunderstanding and in some cases difficulty in relating socio-emotional intelligence to their own experience. To clarify some of these issues, within this thesis there is a developed definition of socio-emotional intelligence which takes into account relevant theory as well as findings from this doctoral programme. Within the interviews it was also identified that there was a need to provide a space without time constrictions for these students to reflect on their own socio-emotional intelligence and that the environment in which learning takes place can affect how these students develop some areas of their socio-emotional intelligence. Additionally, the most significant finding from this doctoral programme, was that an Early Years lecturer knowledgeable in socio-emotional intelligence and able to model it and apply it in their practice, was significant to the socio-emotional development of these students. Based on these findings and also taking into account the preferred type of development support that was needed, a blog called the socio-emotional scholar was developed. This blog aims to create a learning community of students and lecturers (academics) where areas of socio-emotional intelligence are explored and resources are shared, developed and created with the purpose of continuing developing socio-emotional intelligence for both of these types of scholars and others that may be interested in the subject and the blog.

Emotional Intelligence (EI) has been positively associated with success in the educational and corporate world, and has recently been linked with effective teaching. However, while it has been shown to be a learnable skill, studies of EI development in teachers are relatively rare. The present study explores the impact of a two-year, group-based EI coaching programme upon EI competencies and personal and professional effectiveness in teachers, the processes and experiences induced by the programme, and the elements which contributed to its success. The study was conducted in a single secondary school in Israel, and employed an interpretive, qualitative framework and a mixed-methods approach. In-depth, semi-structured interviews with twenty of the twenty-one training-programme participants were conducted at the end of the training and comprised the main research tool. Additionally, data from pre-post training Bar-On EQ-i assessments served to prompt discussions during the interviews, validate interview findings, and further illuminate the EI development process. The findings confirm links between EI and teachers’ effectiveness and indicate that EI competencies in teachers can be developed through group-based EI coaching. Stages in the EI development process and elements that supported it have been identified. It is suggested that dedicated EI development training programmes have the potential to improve personal and professional effectiveness in teachers and may lead to organisational, school-wide EI implementation. Accordingly, development of personal EI competencies in teachers within school-based CPD programmes should be favourably considered.

Thesis (MBA)--Stellenbosch University, 2002.
ENGLISH ABSTRACT: This study examines the different components of Emotional Intelligence (EQ) based on the classification of the Bar-On Emotional Quotient Inventory evaluation and the importance of Emotional intelligence in the working environment. It also suggests ways of improving one's EO by different exercises. The five main categories are Intrapersonal qualities, Interpersonal Skills, Adaptability, Stress Management and General Mood. The first component consists of Emotional Self-awareness, Assertiveness, Independence, Selfesteem and Self-actualisation; the second component consists of Empathy, Social Responsibility and Interpersonal Relationships; the third component consists of Problem-solving, Reality-testing and Flexibility; the fourth component consists of Stress Tolerance and Impulse Control and the final component consists of Happiness and Optimism. The above-mentioned components of EO are seen as the building blocks of reaching success in life by many people around the world. Many research shows that emotional intelligence is the new yardstick used to evaluate people's potential. People need to know themselves, their inner fears, strenqths, weaknesses and understand why they have these different feelings. Then only can they begin to really understand others and interact in a meaningful relationship, whether social, business or personal. How one feels have a direct impact on how one performs. The good news is that EQ can be learned and improved by anyone who is willing to learn. Some research suggests that it is or can be more powerful than the Intelligence Quotient (IQ). This study can be seen as a guideline to improve one's EQ and helping to understand the relationships with others and how to be successful.
AFRIKAANSE OPSOMMING: Die doelwit van die studie is om die verskillende komponente van Emosionele Intelligensie (EI), of Emosionele Kwosiënt (EK), te ondersoek wat op die Bar-On Emosionele Intelligensie Vraelys gebaseer is, as ook die belang van EI in die werkomgewing. Daar word ook verwys na verskillende oefeninge om EI te ontwikkel. Die vyf hoofafdelings is: Intrapersoonlike vaardighede, Interpersoonlike vaardighede, Aanpasbaarheid, Streshantering en Algemene gemoedstoestand. Intrapersoonlike vaardighede word verder verdeel in Emosionele selfbewustheid, Selfhandhawing, Onafhanklikheid, Selfbeeld en Selfverwesenliking. Interpersoonlike vaardighede bestaan uit Empatie, Sosiale verantwoordelikheid en Interpersoonlike verhoudings. Aanpasbaarheid bestaan uit Probleemoplossing, Werklikheidstoetsing en Aanpasbaarheid. Streshantering word verdeel in Strestoleransie en Impulsbeheer. Die laaste afdeling, Algemene gemoedstoestand, bestaan uit Geluk en Optimisme. Die bogenoemde komponente van EI word algemeen gesien as die boustene vir 'n suksesvolle toekoms. Baie navorsing het getoon dat EI die nuwe maatstaf is om die mens se vermoëns te meet. Elke persoon moet bewus wees van sy eie vrese, sterk en swakpunte en verstaan waarom daardie emosies ervaar word, en slegs dan kan betekenisvolle sosiale, persoonlike of werkverhoudings suksesvol ontwikkel word. 'n Persoon se emosies het 'n direkte impak op sy prestasievermoë. Die goeie nuus is dat EI aangeleer en verbeter kan word. Sekere navorsing dui daarop dat EI belangriker is as die Intellektuele Kwosiënt (IK). Hierdie studie kan gesien word as 'n riglyn om EI te bevorder, om insig te gee in die verhoudings met ander persone, en hoe om beter te presteer.

Istnieje coraz więcej dowodów na to, że coaching może wpłynąć na poprawę inteligencji emocjonalnej i dobrostanu jednostki. Celem niniejszego badania jest analiza roli coachingu jako podejścia wzmacniającego inteligencję emocjonalną i dobrostanu, ze szczególnym uwzględnieniem roli aspektów psychoedukacyjnych w tym procesie. Niniejszą pracę otwiera Część I, w której przedstawiono kontekst badania, dokonano dokładnego przeglądu literatury naukowej dotyczącej pojęć coachingu, dobrostanu, inteligencji emocjonalnej i psychoedukacji, a także umiejscowienia coachingu w różnych kontekstach pedagogicznych. Część II pracy zawiera dokładny opis metodologii badań: projektowania badań, metod, technik i narzędzi badawczych, projektu badań empirycznych oraz procedur gromadzenia i przetwarzania danych. Wyniki badań są następnie zaprezentowane i omówione w części III pracy. Do badań wykorzystano metodę quasi-eksperymentu i ankietę. Ogólna populacja liczyła 300 osób dorosłych na wczesnym etapie kariery w branży technicznej. Grupa Eksperymentalna do badania została wybrana spośród 200 pracowników start-upu z branży technicznej w Barcelonie - wszyscy dorośli na wczesnym etapie kariery (24-35 lat). Rozdano ankiety diagnostyczne w celu pomiaru poziomu inteligencji emocjonalnej i dobrostanu w dużej populacji oraz w Grupie Eksperymentalnej na początku badania. Poziomy inteligencji emocjonalnej i dobrostanu uczestników eksperymentu zostały zmierzone po zakończeniu programu coachingu i porównane z poziomami ex ante , a także z poziomami wyjściowymi populacji ogólnej. W końcowej części opracowania załączono dyskusje ograniczeń wybranych metod i procedury badawczej, omówiono kierunki przyszłych badań oraz praktyczne zastosowania uzyskanych wyników. Wyniki pokazały, że program coachingowy doprowadził do zwiększenia inteligencji emocjonalnej i dobrostanu we wszystkich ich wymiarach. Praca dostarcza dowodów na to, że coaching może być skutecznym podejściem do poprawy inteligencji emocjonalnej i dobrostanu. Uzyskane wyniki mają zatem zasadnicze znaczenie dla rozwoju różnych metod pracy z jednostką - takich jak coaching - służących poprawie inteligencji emocjonalnej i dobrostanu w różnych obszarach życia osobistego, a także w sferze zawodowej.

Given today’s social milieu, there is no denying that the nature of the life experiences youth are facing has drastically changed in recent decades. In this study, outdoor adventure education (OAE) was explored as a possible intervention strategy for the development of emotional intelligence during adolescence. This research project consisted of a case study of an event, namely “The Journey”, which is a 23-day outdoor adventure education programme for Grade 10 learners at a private high school for boys in a major South African city. Through this research, which involved collecting, analysing and interpreting data on the topic, an endeavour was made to explore the possible impact of OAE on the development of emotional intelligence, as well as the sustainability of skills acquired, and also on possible design elements that may impact on the facilitation of the development of emotional intelligence. This study was based on a socio-constructivist paradigm, which had developed from an interpretivist world view. This research project represents a multi-method mode of inquiry: both quantitative and qualitative data-gathering techniques were implemented as a process of triangulation to provide a comprehensive analysis of the research problem. The research proper (76 participants) was preceded by a pilot study (28 participants). For the research proper, participants completed the Bar-On EQ-i: YV (Bar-On, 2007) questionnaire before embarking on “The Journey” (pre) and again at its completion (post1). This was followed by another post-test three months later (post2). Furthermore, 10 participants had also been randomly selected to form part of a pre- and post- “Journey” focus-group interview and to provide reflective essays post- “Journey”. Another focus-group interview with selected staff members was conducted post-“Journey”. The identified themes generated from the quantitative and qualitative data collected were as follows: emotional intelligence; outdoor adventure education; rites of passage; “Journey” design elements; boarding; the emotional climate of the school; division based on stereotypes; and sustainability of skills acquired. In terms of emotional intelligence as a theme, the results indicated that participation in “The Journey” not only results in an increase in the overall EQ skills of participants, but that the impact also appears to be sustainable.1 As far as the impact of “The Journey” on the various subskills of emotional intelligence is concerned, the findings revealed that there was an increase in all EQ subskills directly after participation (quantitative and qualitative data). However, the results of the research proper, where pre- and post2-“Journey” scores were compared (quantitative data), suggest that increases were maintained in only three of the five subskills mentioned, namely intrapersonal skills, adaptability and general mood. Thus it appears that the initial increase in interpersonal and stress management skills did not have a sustainable effect.
Thesis (PhD)--University of Pretoria, 2013.
gm2014
Educational Psychology
unrestricted

This dissertation presents an outcome evaluation of the Salesians Life Choices' Leaders' Quest programme. The programme targets youth from economically disadvantaged schools in the Cape Flats, and engages with learners during their final two years of high school as well as providing support for an eased transition from school to university, college or employment. Students are exposed to various activities that have been developed to help each individual achieve the programme's goals and objectives. These include developing students' emotional intelligence (EI), improving academic grades, and establishing leadership qualities; helping learners enrol in tertiary education or to obtain employment; and to assume meaningful leadership positions. The organization has been implementing the programme since 2013 and makes continuous attempts to improve elements of the intervention to better serve participants. This evaluation assesses causal mechanisms and assumptions of the intervention against the evidence presented in social science research, and investigates three outcomes based on data collected for the pilot cohort and a control group between 2013 and 2015. The method of analysis includes primary and secondary data collected on measures of an EI tool and a servant leadership survey, as well as information obtained via questionnaires. Quantitative research methods were employed and data were explored using descriptive and inferential statistical analyses.

International expatriate schools require educational leaders to guide culturally diverse stakeholders as they prepare students to address world problems. In the United States, effective educational leadership has been demonstrated as necessary to implement research-based practices. However, researchers have not yet established the leadership needed from expatriate kindergarten through Grade 12 school leaders seeking to develop global citizens. This gap leads to the question of how international expatriate educational leaders demonstrate empathetic, emotionally self-managed, or interculturally sensitive skills when meeting a school's global-minded strategic plan. The purpose of this case study was to describe expatriate school leaders' perceptions of how they and their peers demonstrate these skills. The conceptual framework included distributed leadership, emotional intelligence, and intercultural sensitivity in the context of global citizenship. Data from an expatriate middle school in China included interviews with school leaders, documents, and researcher notes. The results indicated that expatriate leaders demonstrated empathy through social responsibility, emotional self-management through personal and professional competence, and intercultural sensitivity through active civic engagement. International expatriate schools may benefit if educational leaders demonstrate support and concern and provide examples of the global-mindedness expected of students. These results can guide faculty members' professional competencies toward implementing instructional programs that target the development of global citizens. Social change could result from international expatriate schools applying described models of distributed leadership toward a unified and socially just purpose.

Higher education leaders have a unique position of power and influence that can span generations (Clawson, 2009). Previous research discovered emotional intelligence to be the single biggest predictor of performance in the workplace and strongest driver of leadership and personal excellence (Bar-On, 1997; Brown, 2009; Goleman & Boyatzis, 2008; Zeidner, Matthews, & Roberts, 2012). Play develops sensing capabilities for teamwork, self-awareness, empathy, trust, and compassion, which inform development of emotional intelligence. Exploring the influence of play in developing emotional intelligence fills a void in existing research. This explanatory sequential mixed methods study sought to discover the power of play in developing emotional intelligence in higher education leaders and the resulting impact on their ability to develop and lead emotionally intelligent teams in creating a high-performing organization. Research questions focused on assessing individual emotional intelligence, team emotional and social intelligence, the meaning of the power of play and its impact in developing emotional intelligence, personal play history descriptions, power of play in developing emotional intelligence (individual and team), and describing emotional intelligence skill level and its impact on personal leadership success. The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), Team Emotional and Social Intelligence (TESI), and personal play history narratives (gathered with five researcher-designed questions) were the instruments used. The study was conducted with the eight members of the University Cabinet of a private, Liberal Arts university in the Midwest. All eight members fully participated in the research, with honest and oftentimes personal responses, providing rich data for examination. Participants expressed a high level of awareness of the value of play over a lifetime to maintain good physical and psychological health. They also were able to make direct linkages to their play experiences in developing their individual and team emotional intelligence skills. Finally, a common desire was expressed to grow emotional intelligence skills, integrate play more into the work environment, and build the high performing, playful, and healthy organizational culture they desire. The contribution this study makes is important to allow future researchers to gather and examine additional evidence to support the relationship between play, emotional intelligence skill development, and leadership success.

Abstract The research of the thesis is a human- and context-oriented qualitative study in the field of information systems (IS) discipline. The thesis has five research concepts: human resource information systems (HRIS), leadership, human resource management (HRM), tacit knowledge and emotional intelligence (EI). HRIS and leadership are two main concepts of the research, whereas HRM provides an application area and managerial activities of leadership for HRIS. Tacit knowledge and EI, for their part, are used to describe and interpret actions that make good leadership activities human, sensitive and successful. The theoretical framework of the thesis consists of two ideas, 1) when thinking and acting in the current way, what kind of information systems it produces, and 2) when thinking and acting in another way, what kind of information systems it creates. The framework has its base on thinking and acting in a conventional, routine and stereotyped way, which hinders the process of observing, finding out, applying and using alternative thoughts and actions although they might provide useful and innovative solutions or activities for IS design. The research has been carried out and accomplished using hermeneutic phenomenography as a research method to understand, interpret and to describe the phenomenon of the activities of good leadership and the phenomenon of the role of HRIS in the case organizations. As a result of the interviews, the good leaders’ main activity is to learn to know their employees. The essential finding is that the role of HRIS is partly unclear and even non-specific in organizations. The results indicate that the leaders do not use HRIS willingly. In their opinion HRIS do not serve or support their leadership activities. The use of HRIS is more a burden for them than a useful system. The data of HRIS benefits the managerial activities partly but does not benefit the human activities that the leaders have described and emphasized. Thus, a construct of hermeneutic phenomenography has been developed as a contribution to describe the research phenomena and to demonstrate how the role of HRIS could be developed for the activities of good leadership.

Strategies for Developing Interpersonal Communication Skills for Business Students by Sharon A. Pope M.B.A., Cleveland State University, 1995 M.S.H.P/A., University of Cincinnati, 1983 B.Ed., University of Toledo, 1981 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2015 Research has shown that interpersonal communication skills (ICS) are important for employment success, particularly if they are learned by students during college. A private university in Ohio identified the need to enhance students' ICS; however, the university's faculty lacked strategies to teach those required skills. The purpose of this qualitative case study was to investigate perceptions of key administrative staff (KAS), faculty, and alumni about the implementation of ICS instruction to foster students' work-ready skills. Guided by the social skill component of Goleman's emotional intelligence theory and related research, this study examined key applications of ICS including communication, collaboration, conflict management, and cross cultural awareness. Three KAS with extensive knowledge of university practices were purposefully sampled to take part in a focus group addressing current and recommended ICS instructional strategies. Network sampling, informed by the KAS, identified 23 faculty members who completed an open-ended online questionnaire and 4 alumni who participated in semi-structured interviews targeting their perceptions of ICS in the classroom. In addition to these sources of data, the researcher's reflective journal was analyzed to examine implementation and perceptions of current and alternate ICS instructional strategies. Data were transcribed, reviewed, then coded inductively without a prior list of codes resulting themes of presenting, self-branding, group/team work, networking, global awareness, and diversity. These findings were used to create a faculty professional development series on effective ICS instruction that can be used to promote positive social change for the university, students, and community by preparing graduates ready for success in the workforce.

碩士
國立雲林科技大學
企業管理系
107
The significant increasing in global mobility over the past two decades has driven the growth in expatriate assignments. The academic literature has focused on the “organizational expatriates” while there is emerging knowledge of self-initiated expatriate phenomenon in an organizational context. Regarding to the recent trends in testing the psychological aspects of employees, this study is the first attempt to examine the influence of both emotional intelligence and cultural intelligence in facilitating self- initiated expatriate job satisfaction through mediating role of cross cultural adjustment. The survey results from 204 self-initiated expatriates working in Vietnam are analyzed by Structural Equation Modeling. This finding contributes to explore the under-researched aspect of self-initiated expatriates by providing empirical evidence that cultural intelligence, emotional intelligence and cross cultural adjustment positively impact job satisfaction. Moreover, cross cultural adjustment fully mediates the linkage between cultural intelligence with self-initiated expatriate job satisfaction. Finally, recommendations and limitations are provided along with future directions.

Much has been researched and written on the concept of intelligence in the last century and while much of it has been applied in educational settings and commercial organisations, little has been investigated and applied within a sports context. Early research in the 1970s identified sport intelligence as comprising primarily of reaction time and recall and it was only in 2002, some 30 years later, that it again appeared in the literature with sport intelligence being considered a psychological characteristic of Olympic champions. The research of Gould, Diffenbach and Moffet (2002) into sport intelligence hypothesised that sport intelligence included having “the ability to analyse, being innovative, being a student of the sport, making good decisions, understanding the nature of elite sport, and being a quick learner” (p. 5). Later research by Blue (2009) proposed a comprehensive model of sport intelligence as it applied to golf wherein he posited that sport intelligence – albeit in a golfing context – comprised a ‘competition’ and ‘developmental’ intelligence. Other than the thematic assessment of Gould et al. (2002) and the golf-specific study of Blue (2009) no literature, data or research was available internationally, on the African continent nor in South Africa. The researcher responded to the call for further research and decided to complete a qualitative, exploratory study in South Africa. The research commenced by covering what was available on sport intelligence literature and to build on it by reviewing and considering general intelligence theories. Both orthodox and unorthodox approaches were considered and the review suggested that sport intelligence would conceptually and theoretically consist of a number of dimensions and constructs including a series of cognitive processes like memory, reasoning, problem solving, decision making and other rational processes. The third source of literature was a review of sport psychology and it emphasised the importance and significance of emotional, motivational and other psychological factors in addition to the influences of personality. The literature review led to the researcher identifying 14 hypotheses which were explored with 15 credible sport participants, whereafter a thorough content analysis of the 14 hypotheses was performed. 13 of the 14 initial hypotheses were accepted with one included as a theme within another. The thematic assessment resulted in the identification and development of a systems model of sport intelligence comprising six components as follows:  A neurophysiological component;  A cognitive/rational component;  An emotional/affective component;  A team/group component;  A societal/ecological component; and  A metaphysical component. The investigation and analyses furthermore indicated that the components do not exist in isolation of one another and each dimension seems of equal significance. The data suggested a parallel process and dynamic interplay between these components and this led to a systemic perspective being adopted when synthesising the model into a logical and coherent framework. Each of the components were critically evaluated from a cognitive and systemic perspective. The systemic perspective proposed challenges the view that performance is not only an individual endeavour but also a systemic endeavour.
Psychology
D. Litt. et Phil. (Consulting Psychology)

碩士
國立東華大學
幼兒教育學系
99
Teaching is a highly stressful occupation and, as many studies have pointed out, a teacher’s emotional intelligence (EI) immensely influences the teaching quality as well as his/her performance as a professional educator. Among all teachers, the EI level demonstrated by those working at kindergartens is a substantial concern because they assume the enormous responsibility of early-childhood enlightenment/education. Taiwan's lack of effort to develop an EI scale for kindergarten teachers, nevertheless, calls for improvement in this regard. Therefore this paper created a scale to measure kindergarten teachers’ Job EI using the following steps: First, 37 survey questions were compiled based on a literature review, and the measured variables were classified through an exploratory factor analysis of the 746 valid samples collected. After a confirmatory factor analysis (CFA) and an examination of competing models, the most parsimonious model was selected and then verified for its reliability and validity. To be specific, the chosen model was scrutinized for individual item reliability, composite reliability, convergent validity and discriminant validity. Also, “job burnout” was discussed to assess the model’s construct validity. Such a scrutiny procedure ensures that the scale created in this paper provides an ideal measuring tool. 　 The research results indicate that the kindergarten teachers’ Job EI scale is based on a multi-dimensional, hierarchical concept that consists of five factors, namely the teachers/caregivers’ ability to be aware of, express, and adapt to their emotions, and to develop compassion and people skills. Not only is the structure formed by these inter-relating factors best described in an oblique 5-factor model, the second-order factor analysis also proves that EI can be considered a comprehensive concept. According to the CFA results, the goodness-of-fit and residue of both the multi-factor oblique model and second-order factor model have reached a satisfactory level. Likewise, the scale turned out to be satisfying in terms of composite reliability, convergent validity, discriminant validity, construct validity, and the quality of internal measurements. Furthermore, a score conversion chart was constructed for kindergarten teachers’ Job EI norm, which implies the EI distribution among kindergarten teachers and consequently serves as a foundation for counseling and assistance measures in this regard. Finally, this paper presented conclusions and suggestions according to research outcomes for the reference of teachers, education authorities and future researchers.

abstract: The purpose of this action research study was to implement and analyze an intervention designed to improve perceptions of working with others as well as practice and improve emotional tools related to such interactions through the systematic development of ability emotional intelligence (EI) related skills. The present study sought to: (1) explore high school students’ perceptions of their role as part of a team during teamwork; (1a) investigate how perceptions differed by EI level; (2) examine how students’ perceptions of their role in teamwork were influenced by being paired with more advanced (ability EI) peers or less advanced peers, based on ability emotional intelligence test scores; (3) determine if ability emotional intelligence related skills could be developed over the course of a 7-week intervention. The intervention took place in a 12th grade US Government & Economics classroom with 34 participants for examination of general trends, and 11 focal participants for focused and in-depth analysis. Students were taught about emotion theory and engaged in two weeks of ability emotional intelligence skills training, followed by a five-week project cycle in which students were required to work together to achieve a common goal. The research design was mixed methods convergent parallel. Quantitative data were collected from post- and retrospective pre-intervention surveys regarding student perceptions about working with others and their ability EI related skills. Qualitative data were collected through on-going student reflective journal entries, observational field notes, and interviews with the focal group of participants. Results suggested the intervention had a significant effect on students’ perceptions of working with others and perceived ability emotional intelligence related skills. Significant positive change was found through quantitative data analysis, revealing students’ perceptions about working with others in teams had improved as a result of the intervention as had their perceptions about their ability EI related skills. Qualitative analysis revealed rich, thick descriptions exploring this shift in perception among the 11 focal students, providing the evidence necessary to support the effectiveness of the intervention. Results suggested the possibilities for improved teamwork in the classroom.
Dissertation/Thesis
Doctoral Dissertation Leadership and Innovation 2019

This master thesis aims to describe the strategies, methods and forms of work which are effective to promote emotional intelligence in the primary classroom. The theoretical part defines terms related to the topic such as emotional intelligence and its key components. It also deals with the curricular education to emotional intelligence. The aim of the empirical part is based on qualitative method, in-depth interviews and it deals with the questions how teachers think about the concept of emotional intelligence, which methods do they use for developing it and with which problems are they faced with. The empirical part will also provide an insight into the foreign language material which focuses on development of emotional intelligence. Key words: Emotional intelligence, self-awareness, self-control, empathy, personal motivation, relationship skills.